Documente Academic
Documente Profesional
Documente Cultură
Anti-Racist Spaces
A Practical Guide for White Dominated Social Justice Groups
Prepared by S. Kardash & S. Lamble
April 2003
Trent University
Peterborough, Ontario
Table of Contents
Introduction.................................................................................................................... 3
Part One: Anti-Racism 101
A Few Definitions .................................................................................................. 4
Challenges in Confronting Racism........................................................................ 6
Key Anti-Racist Principles..................................................................................... 8
Part Two: Thinking Through Race and Space
Race and Space: Whats the relationship? ........................................................... 9
Questioning the Racial Neutrality of Community Spaces ................................. 10
Representing Space: Thinking through Graphics and Images............................ 11
Part Three: Practical Anti-Racism Tools
Exercise 1: Unpacking White Privilege ............................................................... 12
Exercise 2: Systemic Barriers - How Accessible is Your Space? ....................... 15
Exercise 3: Anti-Racism Spatial Audit................................................................. 16
Exercise 4: Anti-Racism Graphics Audit ............................................................. 20
Part Four: Anti-Racism Resources for White Folks.................................................. 24
Introduction
Anti-racism workshops are increasingly used by social justice organizations and activist
groups to confront racism within their work. Forming an important component of antiracist practice, such workshops often focus on changing individual attitudes or setting
anti-racist goals for the organization (e.g., creating an anti-racism policy, or increasing
the number of events with an anti-racism focus).
While institutional change is becoming a greater priority within organizations, most antiracism workshops devote little attention to the structural impacts of the physical spaces
that groups use. Accordingly, office areas, meeting spaces, event venues, libraries and
social spaces may be neglected in anti-racism work.
This guide has been designed to address questions of race and space within whitedominated activist organizations. It starts from an assumption that confronting racism
means challenging all sorts of cultural ideas that exist not only within us as individuals,
but are entrenched in the way we do things, think about the world, and the organizations
we are part of (OPIRG-Peterborough, p 7). The exercises included in this guide are
designed to initiate thinking about how physical spaces perpetuate or challenge racism.
This guide has been developed as one resource to be used in the ongoing struggle for
systemic change. However, the tools provided in the following pages cannot substitute
the need for a long-term, ongoing anti-racism action plan. Although this guide serves as
an educational tool for addressing racism, it cannot make individuals commit to antiracism, it cannot ensure that people of colour will join organization, and it will not
provide you with a racism-free space. Accordingly, this guide should not be used to
justify an end to further discussion and action on anti-racism; rather, this guide is part of
an ongoing anti-racism process.
This guide emerged as a project for a university course on feminist geography.
Although there is an increasing amount of academic work being done on race and
space, much of this work lacks direct links with anti-racism activism outside of the
academy. We developed this guide as a means of bringing some of the theoretical
work being done in the classroom to our social justice work in activist communities. This
project also emerged from our own experiences as white activists struggling against
racism. Accordingly, we have tried to structure the guide through a series of
interrogations and guidelines rather than answers or conclusions.
While designed for white-dominated activist organizations and social justice groups, we
hope this guide will be useful for a broader audience. It may be modified to address the
needs of other community spaces such as schools and classrooms, community centres
or service agencies and clubs. Feel free to make copies of the materials provided in
the guide, but in order to maintain accountability, we ask that you cite our project and
credit the original sources where possible.
people of colour: originating in the United States, this term has been used by
people(s) deemed as non-white to identify themselves. The benefits of its use are
debated. It can be seen as a claim to a positive identity in alterity or opposition to the
status quo. Its use is often justified for its common intelligibility. However, it also implies
that white people dont have colour (i.e., race) and reiterates categorization based on
colour or race. The term also risks a homogenizing effect that erases class, cultural or
ethnic differences.
tokenism: describes a situation where people of colour are utilized, integrated,
included, respected, or listened to only for display purposes, and to deflect concerns
about discrimination. Tokenism is a way of creating the effect or impression that people
of colour are included in decision making processes, that anti-racism has been fully
integrated into the organization, and that the group works in solidarity with people of
colour. Meanwhile, a situation is maintained where white people continue to have all the
power to make and carry out important decisions.
anti-racism: an ongoing, action-oriented project that identifies racism as a systemic
problem and as a link in an intersecting system of oppression. Through policies,
practices and interventions, anti-racism seeks to challenge and address the various
forms of racism through strategies for individual, institutional and systemic change.
stereotypes (ideas)
+
prejudice (attitudes)
+
discrimination (actions)
+
institutional norms (social structures)
+
power over
____________________
= RACISM
Note: The above definitions have been adapted from the following sources listed in Part Four:
Anti-Racist Media Education; Kivel; McCaskell; McIntosh; OPIRG-Peterborough
Fear can become an excuse for inaction. Keep in mind that anti-racism is an ongoing
learning process - everyone is going to make mistakes along the way. Learning to
accept criticism is an important part of anti-racist work. While it is important to be careful
about the things we choose to do and say, it is often better to make a mistake and learn
from it, than to do nothing. Inaction is a form of complicity with racism.
Guilt: preventing action
White people often let their guilt about racism become a force that prevents action.
Anti-racism goals then get sidelined when white people simply confess all the ways
they are guilty of racism or acknowledge their privilege without actually changing
behaviour. While such confessionals may make white folks feel better initially, this is
not an effective means to address racism. It is not enough to simply note ones
privilege; it is essential to change behaviours and challenge institutionalized racism.
Transforming difficult feelings into positive change is a key part of anti-racism work.
Things to keep in mind:
Accept that anti-racism work is likely to invoke many strong feelings. Rather
than avoiding these emotions or feeling guilty about them, it can be helpful to
work through these feelings in productive ways, which lead to social change.
Try not to take things too personally; you did not create racism. Taking
responsibility for your role in perpetuating racism is different from blaming
yourself.
There are lots of great books, web sites and resources that can help white
people work on these issues (see the list of resources in Part Four). Educate
yourself.
Remember - its okay to make mistakes! As long as you dont keep repeating the
same patterns, making mistakes is an important part of the learning process.
Note: The above section uses information from the following sources listed in Part Four:
Anti-Racist Media Education; Kivel; OPIRG-Peterborough
Everyone has a responsibility to challenge racism, not only those people who are
targeted by it. White people have a responsibility to work in solidarity with people
of colour. Anti-racism benefits everyone.
The above principles have been adapted from the following sources listed in Part Four: McCaskell;
OPIRG-Peterborough; *Robert Stam and Ella Shohat. Contested Histories; Eurocentrism,
Multiculturalism and the Media Multiculturalism: A Critical Reader ed. David Goldberg. (1994) 296-324
2.
Cultural space: the cultural norms, practices and customs practiced within
the space; the language that is spoken in the space; the images that are
used to represent the space and the various forms of knowledge
expressed in the space
3.
Using these three definitions helps to recognize the dynamic and complex character of
space. Rather than thinking of a physical space as a fixed location that is enclosed
within concrete boundaries, it is helpful to think of space as something that is constantly
negotiated by social factors: people who use the space, ideas about the space,
demographic, political and environmental changes. Because spatial and racial social
relations are so fluid, there are many opportunities to work to change those relations in
accordance with anti-racist principles.
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Distribute copies of the White Benefits Checklist to each participant to read over.
Ask participants to add any other examples they can think of.
2.
Break into small groups or pairs. Ask participants to look through the list and
discuss what some of these race privileges do for them. For example:
Some privileges make me feel at home in the world, for example...
Some of these privileges allow others to escape fear, anxiety, and the sense of not
being welcome or not real, for example...
Some allow me to escape dangers or penalties that others suffer, for example....
3.
Bring participants back into a large group for a debriefing discussion. Some
questions that could be posed to the group:
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I can, if I wish, arrange to be in the company of people of my race most of the time
When I am told about our national heritage or civilization, I am shown that people
of my colour made it what it is
My ancestors were legal immigrants to this country during a period when
immigrants from Asia, South and Central America or Africa were restricted.
My ancestors came to this country of their own free will and have never had to
relocate unwillingly once here.
I live on land that once belonged to Aboriginal peoples.
My ancestors received homesteading or landstaking claims from the government.
I live in a school district or metropolitan area where more money is spent on the
schools attended by white children than those that children of colour attend.
I went to a school where the textbooks and other classroom materials reflected
my race as normal, heroes and builders of this country, and there was little mention
of the contributions of people of colour to society.
I was encouraged to go to college or university by parents, teachers and advisors.
I have received a job, job interview, job training or internship through personal
connections of family and friends.
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I have a job where people of colour were hired last, or fired first.
I can always vote in elections for people who reflect my race.
I can swear, dress in second hand clothes or not answer letters without people
associating these choices with the bad morals, poverty or illiteracy of my race
I am never asked to speak for all the people of my racial group
I can do well in a challenging situation without being called a credit to my race
I can criticize the government and talk about how much I fear its policies and
behaviour without being seen as a cultural outsider
I can be pretty sure that if I ask to see the person in charge I will be facing a
person of my race
If a cop sees me, I can be sure that I havent been singled out because of my race
I can go shopping alone, fairly well assured that I wont be followed or harassed
I can turn on the television or open to the front page of the paper and see people
of my race widely represented
I can easily buy posters, post cards, picture books, greeting cards, dolls, toys,
magazines featuring people of my race
I can choose makeup or bandages in flesh tone that more or less matches my skin
I can go home from most meetings of organizations I am involved in feeling
somewhat tied in rather than isolated, out of place, outnumbered, not heard, held
at a distance, or feared
If my day, week or year is going badly, I need not ask of each negative episode or
situation whether it has racial overtones
My race neednt be a factor in where I choose to live.
I dont need to think about race and racism every day. I can choose when and
where I want to respond to racism
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Purpose of Exercise: The purpose of this activity is to think about what institutional,
social and cultural barriers people face in their everyday lives, in accessing your
organization.
Background: People who enjoy privileges based on race, class, ability, sex/gender, etc.,
often take for granted their capacity to attend events or meetings, and even to get
involved with an organization more generally. We live in a society that is physically and
culturally constructed to be fully accessible to an idealized white, able-bodied, middleclass male. Consequently, our society is full of barriers to anybody who does not meet
that description. Because of this, physical location, space design or layout, and the way
we use space (i.e., how we decorate it, what we do in it) can often reproduce, within our
organizations, the same barriers constructed by mainstream dominant culture.
Approximate Time Required: 60 minutes
Materials Needed: Flip chart paper and marker.
Process: Draw a stick figure on one side, and your organization on the other side. In
between draw a line. Ask participants to brainstorm some barriers that a person might
face in attempting to get to your organization. Consider barriers a person might face
before they leave the house and once they arrive. A possible list might include the
following:
X
no money to take the bus
no reason to go / not sure their issues will be important
lack of opportunities to get involved
dont know where it is
language barriers
sees racist graffiti on the way
not wheelchair accessible
not familiar with the community culture
no people of colour when they arrive
not child-friendly: no toys, no child care provided
not open when they can go (not the same holidays, etc.)
Next, make a list of reasonable solutions that your organization could take up to
address the issues you have just identified. You might develop a plan of action, and
form committees or working groups to further research the issues and come up with
ways to deal with them.
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Accessibility:
Is your space fully accessible to people who use mobility devices (e.g.,
wheelchairs, canes, guide dogs)? Are your washrooms accessible?
Do you have gender-neutral washrooms (i.e., spaces where individuals are not
required to identify as either male or female)?
Is your space welcoming to children? Do you provide childcare or things for
children to do like games, safe toys, crafts, or books? Is the space
accessible to strollers? Is there space for diaper changing? Is the space
breast-feeding friendly?
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What is the gender, race and class composition of people in this space?
What groups of people are doing what?
If you are holding a meeting or an event, do you pay attention to where
people choose to locate themselves in the space? Is everybody encouraged
to move to a forward or central position, or do some people tend to be
marginalized?
If your organization hosts an event where food is being served, does it
reflect the tastes and dietary restrictions of various cultural and religious
groups?
Political-institutional relations
Which people make the decisions about how the room is organized, how the
group uses funds and what projects are prioritized?
Are there invisible workers who care for the space (i.e., people who cook,
clean or do maintenance) who are not generally noticed or not paid well?
How are books and resources organized? What topics are most readily
visible and accessible? What topics are not covered?
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What materials are accessible to the public? Are these materials clearly
labelled and easy to access?
Are anti-racism materials clearly visible in the room and easy to access?
Are their accessible opportunities to provide feedback about the
organization (e.g. staff review processes, event feedback forms, yearly
evaluation discussions, long and short-term goal assessments)?
How does your group deal with complaints or concerns raced about
discrimination, harassment or poor treatment? Are people aware of those
processes or policies and does they work effectively?
Do the graphics currently used by the organization reflect the existing policy?
Are most members of your organization familiar with the policy?
Does the policy need to be updated or changed?
Does the policy allow for open discussion of images rather than censorship of
avoidance of difficult/uncomfortable issues?
5. If your organization does not have a graphics policy, consider developing one. A
sample policy is available below:
Purpose
To provide a general philosophy regarding the use of drawings, photos or other images (and visual
representations of people in particular) in all OPIRG-related materials. They are a supplement to the
Policy on Representing OPIRG; and should be included in the "administrative policies" section of every
local's Policy Manual.
Guidelines for the use of graphics and other images
These guidelines should be made available to and reviewed by people who choose or create graphics for
OPIRG posters, pamphlets and publications. They are intended to promote artistic creativity and are
necessarily general. Not only the content but also the context in which a graphic is used and the intent of
the artist affect the overall message of an image and its impact upon viewers.
In the case of disagreements about the use of a graphic, final decisions should be reached through
discussion about the content, quality and message of an image in a process appropriate to the procedures
of a local and the nature of the project. These guidelines can be used as a reference point for evaluating
such decisions.
Complaints about the use of a particular graphic should follow the normal steps of a chapter's complaints
processes.
Guidelines
1.In general, graphics used by OPIRG in its publications, pamphlets and posters should reflect the
mandate of the organization. They should convey a progressive, diverse, inclusive and/or critical view of
society. They should strive to avoid being or appearing exclusionary and condescending.
2.Images should not convey negative representations or stereotypes about marginalized groups. Graphics
should not be racist, sexist, homophobic or classist. The message conveyed should not be discriminatory
in a direct or indirect manner, nor should it contravene the chapter's discrimination or harassment policies.
Continued on next page....
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3.Graphics should not mirror dominant mainstream culture and social power structures without some form
of analysis, deconstruction or criticism. They shouldn't reinforce traditional or restrictive roles assigned to
certain groups in society. They should strive to more accurately reflect the diversity that exists, or should
exist, around us.
4.People of various racial, cultural & religious backgrounds, sexualities, ages, etc. should be used as
subjects and portrayed in many different shapes, sizes, abilities, styles of dress and activities.
4a. Graphics should not be ethnocentric (contain the assumption that dominant cultural values are
superior, natural, universal or normal as compared to others').
4b. Graphics should not be heterosexist: (contain the assumption that everyone is, or should be,
heterosexual; that the nuclear family unit or marriage are normal, natural or superior relationships)
4c. Graphics should avoid the objectification of women and of the human body (egg. extremely
pronounced breasts are not an appropriate method to distinguish between male & female figures).
5.The use of satire, irony or humour to make a point should be given due consideration when assessing a
particular graphic or cartoon.
Tips to implement guidelines when assigning or choosing graphics:
Inclusion of all a wide variety of characters is more easily accomplished for a series of graphics (for a
pamphlet series or a lengthy publication). When choosing one graphic at a time (for example, on a poster),
images and graphics can be chosen within the context of others recently used by the chapter.
The best way to ensure a healthy and positive selection of graphics is have an inclusive array of
sources/artists. People who identify with a certain group of people are more likely to portray individuals
from that group in a realistic, understanding or appropriate manner. An effort should be made to seek out
graphics from many different sources and to keep them readily accessible.
Successful, appropriate and/or popular graphics should be kept on file and also shared with the PIRG
network at meetings and conferences (or via email when possible).
Crediting graphics:
Art belongs to the artist who created it. Whenever possible, the artist(s) who produced a graphic should
receive credit. If it is borrowed from another publication, that may also be mentioned. Many graphics (and
characters) are copyrighted, and they are supposed to be reproduced only with the permission of the
copyright holder. While it may help to credit the artist, you will have still violated the copyright unless
you receive prior permission to reprint.
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Are decisions made collectively about what graphics will represent the
organization? Or do a few individuals make decisions?
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Abboud, Rida, et al. The Kit: a manual by youth to combat racism through education
Ottawa: Anti-Racism Education, United Nations Association in Canada, March
2002. Available online in PDF format: http://www.unac.org/yfar/The_KIT.pdf
Challenging White Supremacy Workshop. A US-based group which believes that the
most effective way to create fundamental social change is by building massbased, multi-racial grassroots movements led by radical activists of color.
Website has lots of great resources. http://www.cwsworkshop.org/
Colours of Resistance Web-Site Colours of Resistance (COR) is a grassroots network
of people who consciously work to develop anti-racist, multiracial politics in the
movement against global capitalism. The website has a section on Organizing
Tools which is geared towards white folks. http://colours.mahost.org/
Hoffman, Jessica. On Prisons, Borders, Safety, and Privilege: An Open Letter to White
Feminists. make/shift magazine: reposted at: http://www.alternet.org/story/81260/
Kivel, Paul. Uprooting Racism: how white people can work for racial justice. Gabriola,
BC: New Society Publishers, 1996.
Kivel,
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McCaskell, Tim. Toward Racial Equality: materials for secondary school teachers
Toronto: Equity Studies Centre, Toronto District School Board, 1999.
McIntosh, P. White Privilege: unpacking the invisible knapsack. Peace and Freedom.
July/August 1989.
Ontario Public Interest Research Group (OPIRG) - Peterborough. Anti-Racism
Workbook: Structural change for grassroots organizations. Peterborough: Trent
University Publishing, nd.
Thompson, B. W.
A Promise and a Way of Life: White Antiracist Activism.
Minneapolis: University of Minnesota Press, 2001
White Studies: Deconstructing (the) Race Website. Includes lots of resources
including bibliographies on whiteness. http://www.uwm.edu/~gjay/Whiteness/
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